The Development of an Instructional Model Based on Constructivist Theory to Enhance Creativity in Musical Innovation Among Pre-Service Music Teachers

Abstract

This study employed a mixed methods design with two purposes: 1) to develop an instructional model based on constructivist theory to enhance creativity in musical innovation among pre-service music teachers, and 2) to examine the effectiveness of the developed model. The research comprised two phases. Phase 1 was a qualitative pre-experimental study using in-depth interviews with five key informants — two instructors of innovation courses and three supervising/mentor teachers — to explore the meaning, causes, and instructional guidelines that promote musical innovation creativity skills. Findings were used to construct a six-step instructional model, the CREATE Model (Connect–Reflect–Explore–Apply–Transform–Evaluate), and a 28-item, five-point rating-scale assessment of musical innovation creativity skills covering three components: creative musical thinking, creative collaboration, and successful innovation implementation; both were validated for content validity by experts. Phase 2 was a one-group quasi-experimental study with pretest, posttest, and a three-week follow-up, conducted with a purposive sample of 20 pre-service music education students at Suphanburi College of Dramatic Arts. The instructional program consisted of six two-hour sessions (12 hours in total). Data were analyzed using one-way repeated-measures ANOVA, supplemented by a post-intervention focus group discussion. Results showed that students' overall musical innovation creativity scores were significantly higher at posttest (X ̅ = 120.45, SD = 1.85) and follow-up (X ̅ = 120.55, SD = 2.28) than at pretest (X ̅ = 79.40, SD = 2.62), F(1.43, 27.25) = 2,896.02, p < .001, partial η² = .993. All three components showed the same pattern of significant, sustained improvement. Qualitative findings corroborated the quantitative results, revealing cognitive, behavioral, and affective changes attributable to hands-on practice, continuous feedback, and a psychologically safe learning climate. The findings indicate that the constructivist-based instructional model effectively and sustainably enhances musical innovation creativity skills among pre-service music teachers and may be applied to courses related to educational innovation development.